Relevant bibliographies by topics / Language attitudes and beliefs

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language attitudes and beliefs'

Author: Grafiati
Published: 25 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Language attitudes and beliefs"

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Sharajabian, Maryam, and Mahmood Hashemian. "On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes." English Language Teaching 8, no. 11 (October 2, 2015): 56. http://dx.doi.org/10.5539/elt.v8n11p56.

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<p>The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these 3 groups of teachers were compared to uncover the possible impact of teacher beliefs on learner attitudes. The relationship between the teachers’ beliefs and the learners’ attitudes was analyzed, and it that showed there was a statistically significant difference in the learners’ attitude scores for HOG, MG, and LOG. Analysis of the data showed that the learners of the HOG teachers gained significantly higher attitude scores than the learners of the MG teachers. Simply put, it was found that EFL teachers’ beliefs can influence their learners’ attitudes about language learning. Language teachers should learn about the effect of their beliefs and experience it and become more aware of practicing them.</p>
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Yang, Xinxiao, and Dianbing Chen. "Two Barriers to Teaching Culture in Foreign Language Classroom." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 1128. http://dx.doi.org/10.17507/tpls.0605.29.

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The teaching of culture teaching has been listed as one of the five goals in foreign language teaching and learning by the Standards for Foreign Language Learning in the new Century. However, the beliefs and attitudes of foreign language instructors towards the teaching of culture at the college-level remain unclear. The purpose of this study was to investigate language instructors’ attitudes and beliefs towards teaching culture and the difficulties and barriers of teaching culture to college-level students. This qualitative case study explored the teaching of culture in Modern Language Department at a university through document mining, classroom observations, and interviews of language instructors who taught various foreign languages. Findings revealed two profound barriers, 1) instructors’ beliefs and attitudes, and 2) the lack of professional development opportunities in learning strategies on weaving culture teaching, in foreign language classrooms at the college-level.
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Wesely, Pamela M. "Learner Attitudes, Perceptions, and Beliefs in Language Learning." Foreign Language Annals 45, s1 (May 8, 2012): s98—s117. http://dx.doi.org/10.1111/j.1944-9720.2012.01181.x.

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Piquemal, Nathalie, and Robert Renaud. "University Students' Beliefs and Attitudes Regarding Foreign Language Learning in France." TESL Canada Journal 24, no. 1 (October 1, 2006): 113. http://dx.doi.org/10.18806/tesl.v24i1.31.

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This study is based on a survey of 1,305 university students enrolled in English and other foreign-language classes across year levels in four major universities in France. It explores the factors that promote or hinder multilingualism, with special attention to the following questions: What are the beliefs and attitudes of students enrolled in various postsecondary institutions across France toward learning a foreign language? How do these beliefs and attitudes change as students progress from beginning first-year students to upper years? The results suggest that the reasons first-year students typically have for studying a foreign language have more to do with internal factors (e.g., personal attitude) than with external factoars (e.g., social value). Moreover, this trend becomes more pronounced with upper-year students whose motivation to learn a foreign language compared with that of first-year students is influenced less by perceived societal beliefs and more by intrinsic reasons.
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Dewey, Martin, and Inmaculada Pineda. "ELF and teacher education: attitudes and beliefs." ELT Journal 74, no. 4 (September 23, 2020): 428–41. http://dx.doi.org/10.1093/elt/ccaa047.

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Abstract The growing relevance of research in English as a lingua franca (ELF) for ELT has led to a need to rethink the way we approach English in the language classroom and to reassess how we configure knowledge about language in teacher education. This article reports on a joint project initiated in 2017 at King’s College London (UK) and the University of Malaga (Spain), exploring the value of perceptions towards language and ELF among language teachers. Our goal was to promote reflective attitudes towards linguistic diversity, language change and the potential impact of ELF on developments in ELT. We present here the results of an online survey that participants took after only two sessions into their training. Our findings link ELT practitioners’ teaching priorities to an ELF orientation because there was a higher number of participants who aligned with statements about pedagogic approaches where successful communication is emphasized above accuracy (42/72), and statements that favour fostering experimentation with linguistic forms (53/72) and promoting students’ L1 sociocultural identity (54/72).
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Sarrasin, Oriane, Ute Gabriel, and Pascal Gygax. "Sexism and Attitudes Toward Gender-Neutral Language." Swiss Journal of Psychology 71, no. 3 (January 2012): 113–24. http://dx.doi.org/10.1024/1421-0185/a000078.

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We examined the relationships between three forms of sexism (modern, benevolent, and hostile) and two components of attitudes toward gender-neutral language (attitudes toward gender-related language reforms and recognition of sexist language) across different contexts. A questionnaire study (N = 446) was conducted among students in the United Kingdom and in two (French- and German-speaking) regions of Switzerland. While we expected to find that all forms of sexism are generally related to negative attitudes toward gender-neutral language, we expected attitudes to be more positive and less related to sexist beliefs in a context in which gender-neutral language is firmly established (the UK) compared to contexts in which the use of gender-neutral language was introduced only recently (the German-speaking part of Switzerland) or is still seldom (the French-speaking part of Switzerland). We found that, across all contexts, modern and hostile sexist beliefs were indeed related to negative attitudes toward gender-related language reforms, while, intriguingly, benevolent sexist beliefs were related to positive attitudes in the French-speaking part of Switzerland. Recognition of sexist language was significantly related to modern sexism only. Finally, British students were found to express more positive attitudes toward gender-neutral language (both components) than Swiss students.
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Pérez-Testor, Carles, Julia Behar, Montse Davins, José Luís Conde Sala, José A. Castillo, Manel Salamero, Elisabeth Alomar, and Sabina Segarra. "Teachers' Attitudes and Beliefs about Homosexuality." Spanish journal of psychology 13, no. 1 (May 2010): 138–55. http://dx.doi.org/10.1017/s1138741600003735.

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Schools play a key role in transmitting attitudes towards sexual diversity. Many studies stress the importance of teachers' and other professionals' attitudes towards gay men and/or lesbian women. This study evaluates attitudes and prejudices toward homosexuality in a sample of 254 elementary and high school teachers in Barcelona and its surrounding area. The results obtained using a scale of overt and subtle prejudice and a scale of perceived discrepancy of values indicate that discrepancy between likely behavior and personal values was significantly greater in women, those who hold religious beliefs, churchgoers and people without any gay or lesbian acquaintances. Approximately 88% of the teachers showed no type of prejudiced attitudes towards gay men and lesbian women. The experience of proximity to gay men and/or lesbian women reduces not only the discrepancy between personal values and likely behavior but also the presence of homophobic prejudice. It would be advisable to expand specific teacher training in the subject of sexual diversity in order to reduce prejudicial attitudes, thus fostering non-stereotyped knowledge of homosexuality.
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Szecsi, Tunde, Janka Szilagyi, and Debra A. Giambo. "Attitudes and Beliefs of Teacher Candidates Regarding Heritage Language Maintenance." Heritage Language Journal 12, no. 1 (April 30, 2015): 75–99. http://dx.doi.org/10.46538/hlj.12.1.4.

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This paper reports on the findings of an investigation that explored teacher candidates’ (TCs) attitudes and beliefs about heritage language (HL) maintenance and variables that may predict their attitudes and beliefs. The participants were 270 TCs in Southwest Florida who completed an on-line survey with Likert-type statements and open-ended questions. Quantitative data was analyzed using factor analysis followed by linear multiple regression analyses. The constructs of TCs’ attitudes and beliefs toward HL maintenance were used as dependent variables in the multiple regression models. The level of preparation in multicultural and bilingual education was a statistically significant predictor of TCs’ views in regard to active teacher practices to maintain HL, benefits of HL at school, and the role of the schools. TCs’ ability to speak more than one language was found to predict their attitudes and beliefs about the benefits of HL at school. In addition, experiences with diverse cultures and languages outside the U.S. influenced TCs’ attitudes toward bilingualism. The qualitative analysis of TCs’ responses to the open-ended questions showed increased awareness of HL maintenance for TCs at the end of the teacher education program compared with those at the beginning. However, descriptions of teaching strategies in HL maintenance indicated TCs’ limited understanding of appropriate ways for supporting the HL. This gap between awareness and expected teacher behavior suggests the need for further preparation in the area of HL support.
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Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature." English Language Teaching 10, no. 4 (March 8, 2017): 78. http://dx.doi.org/10.5539/elt.v10n4p78.

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Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers’ beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning. Teachers’ beliefs have a deep impact on their classroom principles. The realization of this relationship is very important for teachers to prepare and implement their new syllabus. Teachers’ beliefs affect what they accomplish in their classroom, their attitudes, and their learner’ beliefs. They guide teachers to adopt their teaching strategies for coping with their teaching challenges, shape language learners’ learning environment, their motivation and their language ability. In this study, the researchers define the term belief, explain the nature of teachers’ beliefs, express sources of teachers’ beliefs, and finally mention some previous studies on teachers’ beliefs. The review of related literature revealed that investigating teachers’ beliefs will help them change their methods to teaching and learning over time in order to bring about more improvement for language learners.
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Feldman, David, Phyllis A. Gordon, Michael J. White, and Christopher Weber. "The Effects of People-First Language and Demographic Variables on Beliefs, Attitudes and Behavioral Intentions Toward People with Disabilities." Journal of Applied Rehabilitation Counseling 33, no. 3 (September 1, 2002): 18–25. http://dx.doi.org/10.1891/0047-2220.33.3.18.

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The effects of people-first language usage and demographic variables on beliefs, attitudes and behavioral intentions toward people with disabilities were investigated. Participants included 351 undergraduate minors, masters, and doctoral level students in counseling psychology at a state university located in the Midwest. Study participants provided demographic information, produced a writing sample concerning a hypothetical client who has a disability, and completed the Attitudes Toward Disabled Persons Scale (ATOP) and the Beliefs and Behavioral Intentions Scale (BABI). The BABI examined beliefs and behavioral intentions across three dimensions; sexuality, quality of life potential, and professional personal social distance. Analysis of the writing samples indicated that only a minority of participants used people-first language consistently. A series of ANOVAs were conducted comparing people-first language usage and scores on both the ATOP and BABI scales. Although the results were mixed, language usage appears to affect the attitude and behavioral intentions towards persons with disabilities.
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Dissertations / Theses on the topic "Language attitudes and beliefs"

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West, Joyce Phillis. "Student teacher ethnocentrism: attitudes and beliefs about language." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80425.

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After the dismantling of apartheid in South Africa, democratic transformation included desegregating mono-ethnic environments, such as schools and higher education institutions, through the integration of learners and students from diverse multilingual and multicultural backgrounds. A further ideal encouraged mother-tongue education. Yet, a growing preference for English as the medium of instruction ensued, especially in multilingual urban areas. This study investigated the degree of ethnocentrism that student teachers studying at a mono-ethnic private higher education institution had and what their attitudes and beliefs about language-in-education issues were since such outlooks could potentially affect their classroom practices. Ethnocentrism, the tendency of an individual to identify strongly with their own ethnicity and to reject others’, draws on the premises of the social identity theory owing to the focus on in-group-out-group distinctions, racism and stereotyping. Using an online questionnaire to generate primarily quantitative data, this embedded mixed-methods study investigated 1 164 student teachers’ reasons for choosing to study at a mono-ethnic higher education institution. Their degree of ethnocentrism as well as their attitudes and beliefs about languages used for social and educational purposes were measured by the standardised Generalised Ethnocentrism and Language Attitudes of Teachers Scale. Key findings from the qualitative data indicated that student teachers chose to study at a particular institution because of a shared mono-ethnic social identity, which strongly relates to a common language (Afrikaans), culture (Afrikaner), religion (Christianity) and possible race (Caucasian). The quantitative data showed a statistically significant relationship between the student teachers’ degree of ethnocentrism and their attitudes and beliefs about language-in-education issues. Overall, in line with the social identity theory, findings pointed to the formation of social identities based on shared ethnic characteristics, such as language, culture, religion and race. The study provides a more comprehensive understanding of how ethnocentrism, social identities and particular perspectives of language-in-education issues exist on a continuum. Unchecked, such attitudes and beliefs may have far-reaching consequences for multilingual classroom practices, especially where English as the medium of instruction is the mother tongue of neither the learners nor the teacher.
Afrikaans: In Suid-Afrika het demokratiese transformasie die desegregasie van mono-etniese omgewings, soos skole en hoëronderwysinstellings, ingesluit. Dit het onder andere meegebring dat leerders en studente uit verskillende taal- en kultuuragtergronde saam in die leeromgewing verkeer. Moedertaalonderrig is ook veral tydens aanvangsonderrig aangemoedig. Tog het daar toenemend ʼn voorkeur vir Engels as onderrigmedium ontstaan, veral in meertalige stedelike gebiede. Hierdie studie stel ondersoek in na die mate van etnosentrisme wat studenteonderwysers openbaar terwyl hulle by ʼn mono-etniese private hoëronderwysinstelling ingeskryf is. Hulle houdings en oortuigings met betrekking tot taalonderrigkwessies is ook vasgestel. Etnosentrisme, die neiging van individue om sterk met hul eie etnisiteit te identifiseer en dié van ander te verwerp, is geskoei op die sosiale identiteitsteorie met ‘n fokus op binnegroep-buitegroeponderskeid, rassisme en stereotipering. ʼn Aanlyn vraelys is gebruik om hoofsaaklik kwantitatiewe data te genereer wat verskaf is deur 1 164 studenteonderwysers. Sowel hulle graad van etnosentrisme as hul houdings en oortuigings oor tale wat vir sosiale en opvoedkundige doeleindes gebruik word, is gemeet aan die hand van die gestandardiseerde Generalised Ethnocentrism en Language Attitudes of Teachers skaal. Sleutelbevindinge uit die kwalitatiewe data dui aan dat studenteonderwysers verkies om aan ʼn spesifieke instelling te studeer waar ʼn gedeelde mono-etniese sosiale identiteit, wat sterk verband hou met ʼn gemeenskaplike taal (Afrikaans), kultuur (Afrikaner), godsdiens (Christendom) en moontlik ras (blank) heers. Die kwantitatiewe data het ʼn statisties beduidende verband getoon tussen die studenteonderwyseres se graad van etnosentrisme en hul houdings en oortuigings rakende taal-in-onderwyskwessies. Die bevindinge dui ook op die ontwikkeling van sosiale identiteite gebaseer op samehorigheidseienskappe soos taal, kultuur, godsdiens en ras. Die studie bied ʼn meer omvattende begrip van hoe etnosentrisme, sosiale identiteite en bepaalde perspektiewe van taal-in-onderwys-kwessies op ʼn kontinuum bestaan. As voornemende onderwysers nie bewus gemaak word van hulle sterk etnosentriese oortuigings nie, kan dit verreikende gevolge vir meertalige praktyke in die klaskamer inhou, veral waar Engels as onderrigmedium gebruik word, maar nie die moedertaal van die leerders of die onderwyser is nie.
Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted
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Juveland, Sara Racheal. "Foreign Language Students' Beliefs about Homestays." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/289.

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Language students studying abroad are presented with multiple housing options. Living with a host family in a homestay is widely believed to be the most beneficial option. However, little research has been done as to how students' beliefs about homestays may affect their choice of housing. In this study, 116 language students completed the Student Beliefs About Homestays Questionnaire. Quantitative and qualitative data analyses indicated that students value homestays not only for the opportunity for language acquisition, but also for the inside look at the family life and culture of the host country and for the support a family setting provides. Student beliefs about negative aspects of homestays (such as the possibility of being placed with a bad family) and the role of the homestay placement program were also investigated; several practical implications were drawn for staff in homestay placement programs and language institutions that may improve the homestay experience.
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Mansory, Mazin. "EFL teachers' beliefs and attitudes towards English language assessment in a Saudi University's English Language Institute." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25765.

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State universities in Saudi Arabia have adopted a new educational policy, which made English the medium of instruction for all scientific departments. This has led to establishing a Foundation Year Programme (FYP) in the English Language Institute (ELI) of those universities, which aims to prepare university students to cope with the new academic requirements in their chosen majors and to improve their overall language competence. This study investigates teachers’ roles and beliefs regarding assessment practices in the ELI with the aim to uncover not only the role(s) teachers play in both continuous and summative assessment practices, but also teachers’ understandings of and attitudes towards assessment and their roles in it. Findings will also include how teachers perceive this role in this interpretive study, where the data were collected using open-ended interviews with twenty male and female expatriate and Saudi EFL teachers who work in the ELI of a specific Saudi university. The data were analysed on the basis of participants’ views and explanations about their roles in both continuous and summative assessment in the institution. The findings revealed that teachers had no role in summative assessment unless they were members of the Assessment Committee and that most teachers wanted to have a voice and be more involved. While teachers had a limited role in continuous assessment in the classroom, they felt the need for more involvement in the choice of materials/topics employed as well as more freedom regarding the way it is administered. The study also revealed that the ELI was not well receptive of criticism from teachers, which made teachers sometimes reluctant to being more involved in assessment or voicing their views in fear of being labelled negatively. Finally, some contributions to knowledge, implications for the context and recommendations are provided as well as some suggestions for improving teachers’ roles in assessment for future consideration.
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Weekly, Robert. "Multilingual South Asian English language teachers' attitudes to English language varieties and the impact on their teaching beliefs." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/398692/.

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Recent changes at a global level in terms of migration patterns and telecommunications have destabilised many pre-established concepts. The notion of diaspora has given way to trans-localism and communities can no longer be conceived of as discreet homogenous units. Other language related concepts such as multilingualism, code-mixing, speech communities and language itself have been scrutinised and undermined by research in translanguaging, superdiversity, English as a Lingua Franca, World Englishes and language ideologies. In Britain new migrants from a myriad of different locations co-exist with older migrants and the local white British population in what has been termed as superdiversity. This study focuses on older migrants who interact with newer migrants within the classroom, in a teacher-student relationship, and also to a degree outside the classroom. It reports on the attitudes of multilingual English language teachers to varieties of English and how this influences their teaching practices. I interviewed and conducted focus group discussions with first and second generation migrants between January 2012 and February 2013. The participants are representative of two conflicting ideologies. On the one hand the participants have varying degrees of experience with indigenised non-native varieties of English through travel, from learning English in a context outside Britain, and through family and friendship networks. On the other hand they also have the responsibility to teach British Standard English to students who may already be speaking a fluent stable variety of English. The aim of the study was to understand how the participants reconciled conflicting attitudes about language and the extent to which this impacted on their teaching practices. The main findings of the study are that while many of the teachers are aware of and open to different variation in spoken English, this predominantly related to pronunciation. However there were clear differences between first and second generation migrants which appear to be related to the participant’s experience of different societal ideologies. This translated into different attitudes about correct language and their beliefs about their teaching practices. While first generation migrants’ attitudes showed evidence of being influenced by dual ideologies, second generation migrants’ attitudes more closely reflected societal ideologies in the UK.
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DeLorenzo, Leah. "Parental Beliefs and Attitudes on Enrollment in a Dual Language Program at an Elementary School." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5927.

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In the 2010-2011 school year, there were almost a quarter of a million English language learners (ELLs) enrolled in Florida public schools (Florida Department of Education, 2011), most of whom were placed in mainstream schools with segregated language remediation. Dual language education (DLE) programs offer developmental opportunities in two languages that mainstream schools cannot. The purpose of this research was to identify parental attitudes toward immersion programs and define the reasons that parents enroll their children in DLEs. Sixty participants completed a questionnaire sent home from their student's DLE. The study data included biographical information, statements depicting the reasons for enrollment rated by a Likert scale, and an area for comments. Overall, the study found that survey participants rated their child's comfort communicating with Spanish speakers (4.75 out of 5) to be the most important reason for enrollment. A difference was found in responses depending on the ethnic/language group of surveyed participants. Primarily, Spanish speakers responded more positively to the statements regarding bilingual education than any other ethnic/language group. All parents conclusively believe the dual immersion program has been a success for their children.
M.A.
Masters
Modern Languages
Arts and Humanities
Teaching English to Speakers of Other Languages
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Abu-Talag, Salem Etaher Mustafa. "Libyan secondary school EFL teachers and communicative language teaching : attitudes, beliefs and constraints in implementation." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11429/.

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The communicative approach to language teaching is based on the theory of language as communication. According to Hymes (1972), language teaching is interpreted by learners as learning through communicative competence. Researchers, particularly in EFL secondary teachers’ classroom practices, have emphasized teachers’ concentration on using grammar translation (GTM) and audio-lingual (ALM) methods. However, most studies did not investigate teachers’ beliefs (as situated in their cultural context) and their classroom practice. Therefore, taking Libya as an example, the aim of this study is to find out whether EFL secondary teachers implement the CLT approach in their classrooms. A data collection triangulation method was utilized involving different research tools. Firstly, an evaluation of a questionnaire distributed to 24 participating Libyan teachers was carried out. Secondly, classroom observations of the same teachers were conducted, applying the communicative orientation of language teaching observation scheme (COLT). Here, the four categories derived from the literature on CLT are employed to determine whether the teaching methodology is communicative. Finally, the same teachers were interviewed to investigate their beliefs and attitudes concerning the CLT approach and its practicality. The results of the qualitative and quantitative data analyses indicated that teachers do not implement the CLT approach. This is due to several factors: low teacher language proficiency; over-reliance on textbooks; class size; time limitations; and lack of adequate training in classroom implementation. An analysis of challenges teachers encounter in implementing CLT and recommendations arising from the study constitute the final chapter of this research.
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Melchien, Bianca. "‘Neutral, native-like or authentic’ : Investigating attitudes and beliefs of expanding circle speakers of English." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131390.

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The status of English as the language of international communication is by now well-established. However, in the past 16 years, research has tried to emphasize the fact that the English spoken in international contact situations and between people with other first languages than English has different needs than the English spoken locally amongst native speakers, resulting in the emergence of English as a lingua franca (ELF) as a scholarly field. However, the impact of findings in ELF has so far only led to a moderate shift in English language teaching. Especially in expanding circle countries, where ELF should have the biggest impact, change is only gradually becoming palpable. Accent and pronunciation, as one of the biggest factors on both identity and mutual intelligibility (Jenkins 2000; 2007) are at the root of discussion. The scope of this study is therefore to examine accent choices and the extent to which native speaker ideology informs the preferences of ten speakers of ELF and 27 German natives with experience in international communication. Both ethnographical and sociolinguistic methods, as well as auditory analysis have been applied and conducted. The auditory analysis of six variables in the recorded speech production of the ten speakers suggests that there is no significant preference of one norm-giving variety over the other. Rather, speakers tend to mix-and-match General American- and Standard Southern British English-like features in their pronunciation. When reporting their accent ideals, the idea of a ‘neutral’ English accent is mentioned by four participants. Neutral accents seem to have been understood as ‘unmarked accents’. Expressed beliefs on their own English pronunciation show a comparatively high level of reflection on and confidence in their own production. Results from a rating task and a survey given to 27 German participants reveal attitudes that are more negatively stacked. While Germans reported openness towards NNS (non-native speaker) accents and showed awareness of the priority of intelligibility over accent choice in both their own and others’ pronunciation, they still largely reported NS accent preference. The ratings of the production from ten ELF speakers confirmed this and showed that ‘neutral’ is equated with native-like. In the light of these findings, issues are discussed that ultimately relate to the influence of NS Englishes, identity and the development of English as an international language.
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Bakker, Sarah C. "BYU Students' Beliefs About Language Learning and Communicative Language Teaching Activities." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/1230.

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Learner beliefs, which contribute to attitude and motivation, may affect language learning. It is therefore valuable to investigate the malleability of learner beliefs, and to determine whether potentially detrimental beliefs can be ameliorated. This study examines how instruction of the principles of Second Language Acquisition (SLA) affects students' beliefs about classroom activities and their beliefs about language learning in general. The 68 first-year German students at Brigham Young University who participated in this study were asked to rate the effectiveness of three activities typical of communicative language teaching: Dialogue activities, Peer Interview activities, and Information-gap activities. They were also asked to respond to 11 statements about language learning, seven of which were taken from the Beliefs About Language Learning Inventory(Horwitz, 1988). Students responded to the survey three times: once during the first week of the semester, again during the fourth week, and again during the eighth week. During the four weeks between the second and third surveys, students in the experimental group received seven treatment lessons based on some of the basic principles of SLA. A Repeated Measures ANCOVA and a Logistical Regression were used to determine the effects of the treatment, time, and a number of demographic variables. Results of this study show that the treatment did not have a significant effect on any of the beliefs that were measured. However, one language learning belief was significantly affected by time. A majority of the students who participated in this study agreed with the statement, “The instructor should teach the class in German.” After three weeks of class instruction, however, they agreed with this statement significantly stronger. The results of this study also show that many of the demographic variables, such as gender and previous language learning experience, had a significant effect on a number of the students' beliefs.
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Proctor-Williams, Kerry, and Elizabeth Alley. "Implementing IPE in an Academic Health Science Center: changing Attitudes, Beliefs, & Knowledge." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1823.

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Completion of 3-year pilot Interprofessional Education Program involving graduate students in an Academic Health Science Center yielded pre- and post-program evaluations of attitudes, beliefs, and knowledge of students and faculty. This session offers a description of a program without curricular level changes, presentation of research outcomes, and resulting planned modifications.
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Lee, Sang Kyeom. "Examining the beliefs, attitudes, and reading strategies of secondary ESL students using retrospective miscue analysis /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998496.

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Books on the topic "Language attitudes and beliefs"

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Rueda, Robert. Teachers' beliefs about reading assessment with Latino language minority students. [Santa Cruz, CA]: National Center for Research on Cultural Diversity and Second Language Learning, 1994.

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H, Schmidt William. Teachers' and teacher candidates' beliefs about subject matter and about teaching responsibilities. East Lansing, Mich: National Center for Research on Teacher Education, 1990.

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Garrett, Peter. Attitudes to language. New York: Cambridge University Press, 2010.

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Attitudes to language. New York: Cambridge University Press, 2010.

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Attitudes and language. Clevedon [England]: Multilingual Matters, 1992.

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Hout, Roeland van, and Uus Knops, eds. Language Attitudes in the Dutch Language Area. Berlin, New York: DE GRUYTER MOUTON, 1988. http://dx.doi.org/10.1515/9783110857856.

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Language attitudes: Perspectives for the language teacher. Singapore: SEAMEO Regional Language Centre, 1985.

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Holley, Alison E. Attitudes and beliefs about asthma: Adoloescents' viewpoints. [Guildford]: [Universityof Surrey], 1990.

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Kirk, Jackie. Education and peacebuilding: Changing beliefs and attitudes. Ottawa, ON: CBIE Resources, 2002.

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Löw-Wiebach, Danielle A. V. Language attitudes and language use in Pitmedden, Aberdeenshire. New York: Peter Lang, 2006.

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Book chapters on the topic "Language attitudes and beliefs"

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Majchrzak, Olga. "Analysis of Students’ Beliefs and Attitudes Towards Writing in L1 (Polish) and L2 (English)." In Second Language Learning and Teaching, 101–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69560-0_4.

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Biddle, Stuart, and Nanette Mutrie. "Beliefs and Attitudes." In Psychology of Physical Activity and Exercise, 63–92. London: Springer London, 1991. http://dx.doi.org/10.1007/978-1-4471-1793-3_3.

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Reid, Norman, and Asma Amanat Ali. "Beliefs and Attitudes." In Springer Texts in Education, 253–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53677-0_11.

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Whiteside, Mary, Komla Tsey, Yvonne Cadet-James, and Janya McCalman. "Beliefs and Attitudes." In SpringerBriefs in Public Health, 19–24. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04618-1_4.

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Moloney, Mary, and Eucharia McCarthy. "Attitudes, values and beliefs." In Intentional Leadership for Effective Inclusion in Early Childhood Education and Care, 35–50. Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315107219-3.

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Maughan, Mike. "Perception, Beliefs and Attitudes." In Organisational Behaviour, 79–113. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-31243-3_3.

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Axelson, Marta L., and David Brinberg. "Beliefs, Attitudes, and Knowledge." In Recent Research in Psychology, 31–59. New York, NY: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4613-9661-1_3.

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Cuadrado, Mary, and Louis Lieberman. "Drinking Attitudes and Beliefs." In Traditional Family Values and Substance Abuse, 113–44. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0649-2_6.

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Cook, Erica, and Lynne Wood. "Attitudes, beliefs and behaviour." In Health Psychology, 74–110. Abingdon, Oxon ; New York, NY Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315447766-3.

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Pettinger, Richard. "Attitudes, values and beliefs." In Introduction to Organisational Behaviour, 70–93. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-24683-0_4.

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Conference papers on the topic "Language attitudes and beliefs"

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Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova, and Elizaveta Iosifovna Getman. "Cross-Cultural Communication Issues of Educating Bicultural Students." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.

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The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.
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Nandy, Paromita. "Ratiocinate the Sociocultural Habits of Bengali Diaspora Residing in Kerala: A Linguistic Anthropology Study." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-2.

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The paper alludes to the study of how humans relocate themselves with cultural practice and its particular axiom, which embrace the meaning and value of how material and intellectual resource are embedded in culture. The study stimulates the cultural anthropology of the Bengali (Indo-Aryan, Eastern India) diaspora in Kerala (South India) that is dynamic and which keeps changing with the environment, keeping in mind a constant examination of group rituals, traditions, eating habits and communication. Languages are always in a state of flux, as are societies, and society contains customs and practices, beliefs, attitudes, way of life and the way people organize themselves as a group. The study scrutinizes the relationship between language and culture of Bengali people while fraternizing with Malayalee which encapsulates cultural knowledge and locates this in the interactions among members of varied cultural groups across time and space. This is influenced by that Bengali diasporic people change across generations owing to cultural gaps and remodeling of language and culture. The study investigates how a social group, having different cultural habits, manages time and space of a new and diverse sociopolitical situation. Moreover, it also investigates the language behaviour of the Bengali diaspora in Kerala by analyzing the linguistic features of Malayalam (Dravidian) spoken, such as how they express their cultural codes in different spatiotemporal conditions and their lexical choice in those situations.
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Shifang, Tang, Lu Xiuhong, and Deng Hao. "Study on Chinese college students' beliefs and attitude towards Autonomous Language Learning in computer-assisted language learning environment." In 2011 International Conference on Mechatronic Science, Electric Engineering and Computer (MEC). IEEE, 2011. http://dx.doi.org/10.1109/mec.2011.6025883.

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Barabashchuk, Hanna, Mariana Dushkevych, and Natalia Hutsuliak. "Psychological Features of the Tolerance of Future Specialists in Socionomic Professions." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/04.

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It is a set on the basis of theoretical researchers, that the modern specialist of the sphere of «Man-Man», except the certain volume of professional abilities and knowledge, must own personality-mature qualities: to show readiness for self-development and self-perfection; make a decision on their own; have their own system of values and be able to correlate their own vital persuasions with the senses and stereotypes of society. For this reason, development of their tolerance as a constituent of professionalism is important in the professional preparation of specialists of socio-economic professions. Tolerance is not just a tolerance for others' thoughts, beliefs and behaviour, it is a purposeful effort on the part of the individual to create an information space that promotes harmony, interpersonal cooperation, emotional tact and respect. The empirical study involved 40 second-year students, including psychology students and foreign language teachers. The psychodiagnostic complex of methods presented in the article made it possible to obtain reliable research results. A comparative analysis of respondents' indicators showed that «tolerance» as a personal quality is significant for both groups. It is stated that psychology students are more tolerant of representatives of different social strata, while foreign language students are tolerant of ethnic minorities. The study found that future psychologists seeking to assert their beliefs and considerations, if the situation becomes conflictual, can be harsh. Future teachers are more critical of themselves and their opinions, showing tact and understanding to manifest «paradoxical» actions, even if they do not agree with them. The overall tolerance index of the two groups under study indicates that their behaviour and attitudes towards the world, people and events will depend on the particular social situation they are currently in.
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Khoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.

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In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students’ perspective. The research questions were: 1) to investigate the students’ experience with running an educational blog; 2) to evaluate the impact of a student educational blog in Public Speaking Course on students’ foreign language proficiency level perceived by language learners themselves; 3) to assess the students’ beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners’ opinions about the impact of students’ blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents’ experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students’ multimedia blogs in the target language would have a positive impact on students’ professional as well as social competences and would enhance their motivation and participation rates.
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Zeljić, Mariana, and Milana Dabić Boričić. "STUDENT – FUTURE TEACHERSʼ ATTITUDE ON THE DEVELOPMENT OF MATHEMATICAL LITERACY IN PRIMARY EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.347z.

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Although many studies investigate mathematical literacy, there is no consensus on the meaning of the term. The aim of this study is to investigate the concept of mathematical literacy of future teachers. The data are collected by semi-structured interview with thirteen Teacher Education Faculty students. The concept of mathematical literacy can be placed in four categories: 1) the knowledge and ability to communicate in mathematical language; 2) the conceptual understanding of concepts, contents and procedures; 3) the application of mathematics in everyday life; 4) the use of mathematical-logical thinking and problem solving. All interviewed students highlighted the students’ ability to formulate, represent and solve mathematical problems as well as the precise and correct use of symbolical mathematical language as a very important competence for mathematical literacy, while almost half of the interviewed excluded the students’ ability to see mathematics as a useful subject as an important competence. The teachers’ beliefs and knowledge significantly impact students’ development of mathematical literacy. Hence it is important to provide the conditions in which the teachers will be able to understand the concept and develop a richer conception of mathematical literacy.
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Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.

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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
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Haret, Adrian, and Stefan Woltran. "Belief Revision Operators with Varying Attitudes Towards Initial Beliefs." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/239.

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Classical axiomatizations of belief revision include a postulate stating that if new information is consistent with initial beliefs, then revision amounts to simply adding the new information to the original knowledge base. This postulate assumes a conservative attitude towards initial beliefs, in the sense that an agent faced with the need to revise them will seek to preserve initial beliefs as much as possible. In this work we look at operators that can assume different attitudes towards original beliefs. We provide axiomatizations of these operators by varying the aforementioned postulate and obtain representation results that characterize the new types of operators using preorders on possible worlds. We also present concrete examples for each new type of operator, adapting notions from decision theory.
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Jonnalagadda, Sirisha, Cara E. Bergamo, Jenny J. Lin, Linda Lurslurchachai, Michael A. Diefenbach, Cardinale B. Smith, and Juan P. Wisnivesky. "Attitudes And Beliefs Toward Lung Cancer Screening In Minorities." In American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a1093.

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Ronan, Darcy, D. Cenk Erdil, and Dennis Brylow. "Towards an Instrument for CS Teacher Attitudes and Beliefs." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439649.

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Reports on the topic "Language attitudes and beliefs"

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Juveland, Sara. Foreign Language Students' Beliefs about Homestays. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.289.

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Hu, Weiming. Effects of parents' health attitudes and beliefs on children's preventive care utilization. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6199.

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Ahonsi, Babatunde, Salisu Ishaku, Araoyinbo Idowu, and Ayodeji Oginni. Providers' and key opinion leaders' attitudes, beliefs, and practices regarding emergency contraception in Nigeria. Population Council, 2012. http://dx.doi.org/10.31899/rh2.1017.

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Khan, M. E., Deepthi Varma, Isha Bhatnagar, Anvita Dixit, and Martha Brady. Attitudes, beliefs, and practices of providers and key opinion leaders on emergency contraception in India. Population Council, 2012. http://dx.doi.org/10.31899/rh2.1050.

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Huneidi, Laila. The Values, Beliefs, and Attitudes of Elites in Jordan towards Political, Social, and Economic Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2016.

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Ahonsi, Babatunde, Salisu Ishaku, Araoyinbo Idowu, and Ayodeji Oginni. Providers' and key opinion leaders' attitudes, beliefs, and practices regarding emergency contraception in Nigeria: Key findings. Population Council, 2012. http://dx.doi.org/10.31899/rh2.1065.

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Mane, Babacar, Saumya RamaRao, Martha Brady, Fatou Mbow, and Ababacar Ababacar. Attitudes, beliefs, and practices of key opinion leaders (KOL) and providers about emergency contraception (EC) in Senegal. Population Council, 2012. http://dx.doi.org/10.31899/rh1.1005.

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Khan, M. E., Deepthi Varma, Isha Bhatnagar, Anvita Dixit, and Martha Brady. Providers' and key opinion leaders' attitudes, beliefs, and practices regarding emergency contraception in India: Final survey report. Population Council, 2012. http://dx.doi.org/10.31899/rh2.1030.

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Allen, Stewart D., Denise A. Wickwar, Fred P. Clark, Robert R. Dow, Robert Potts, and Stephanie A. Snyder. Values, beliefs, and attitudes technical guide for Forest Service land and resource management, planning, and decision-making. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2009. http://dx.doi.org/10.2737/pnw-gtr-788.

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Bengston, David N., and David P. Fan. The Recreational Fee Demonstration Program on the national forests: and updated analysis of public attitudes and beliefs, 1996-2001. St. Paul, MN: U.S. Department of Agriculture, Forest Service, North Central Research Station, 2002. http://dx.doi.org/10.2737/nc-rp-340.

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